SETTING THE STAGE(To be reviewed before the session begins.)
WORK in PROGRESS Session Overview In this session, participants will learn the basic functions of Power Point in order to create a slide show presentation.
Focusing Questions What are the elements of a Power Point presentation?
How can I create a slide show presentation?
Materials
The following materials are used in this session:
-Laptops
-Projector
-Other
Resources
The following resources are used in this session.
Atomic Learning
Power Point Presentations (links to be inserted at a later time)
INSTRUCTION (Typically lasts about 20% of session.)
Framing the Session
Give participants an introduction and purpose/reason why you are teaching this session: "In speaking with some of you I've heard that you have a desire to learn how to use Power Point to create your own presentations and to assist your teachers and fellow students when they are preparing presentations. Today we are going to begin learning how to create presentations using Power Point."
Teaching
Demonstrate for participants how to: “Watch me as I show you how…”
1. Present a completed Power Point presentation, so they can see a presentation with many possibilities such as various colors pictures, animation, sound etc..
2. Review Power Point Vocabulary:
A slide is a specific screen used in presentations. A presentation file is the entire saved presentation. An object is any element that appears in a presentation. A slideshow is a group of slides that are played in a specific sequence. Transitions are the way the presentation moves from one slide to another.
3. Introduce Atomic Learning and the tutorials on Power Point. Play the Menu Commands turotial for the students. Remind students that they can return to Atomic Learning anytime they have a question about how to perform a specific task.
4. Present student created Power Point presentation that explains how to create a slide show presentation.
Guided Practice
Guide participants through the process of: “Now it is your turn to try it.
WORK TIME(Typically lasts about 60–70% of session.)
Getting Started
Tell participants what they will be doing during their work time, and how much time they have: “Take the next 30 minutes to..., and then we will come back together and share.”
Facilitator Conferring
Circulate around the room and confer with participants. Make sure that, Check for, Try to guide, Suggest that, If participants finish early, etc.
Take note of particularly good examples of work that can be presented during the Share. SHARE(Typically lasts about 10–20% of session.)
Share
Ask selected participants to share particularly good examples of their work.
Lead a discussion about how this work addresses the focusing questions.
ACKNOWLEDGEMENTS
Author: Gail Simms
Email: GSimms@schools.nyc.gov
School/Employer: IS162k
Title: ELA Lead Teacher/iSquad Faculty Advisor
TEMPLATE DESCRIPTION
Each session contains the following components and can be conducted in 45–60 minutes:
Session Overview
This is a concise summary of the session, and how it fits into the training series as a whole.
Focusing Questions
These are the specific questions that guide the session. The purpose of the session is to address these questions.
Materials
This is a list of all materials that the facilitator must make sure are present at the training site, including technology resources.
Resources
All handouts can be found linked from the Resources section of the participant agenda. Participants will be able to access these materials online during the session, but the facilitator should review them ahead of time, and any instructional support charts should be posted in the room before the session begins.
Framing the Session
The facilitator explains to the participants what will be covered in this session, how it fits into the training series as a whole, and how it may be incorporated into their reflective practice.
Teaching
This is a short period of facilitator-led instruction designed to prepare the participants for their work time. The facilitator might demonstrate a specific use of technology in an authentic curricular context, selected participants might be invited to share relevant experiences, or the group as a whole might contribute to a shared brainstorming list. The facilitator should be careful to avoid giving a lengthy lecture or straying too far from the focusing questions.
Guided Practice
Sometimes it is helpful for the facilitator to walk the participants through a process step by step. This gives the participants the hands-on experience of work time before losing the scaffolding of facilitator-led instruction.
Getting Started
The facilitator gives instructions to the participants for their work time, and lets them know what they will be expected to share at the end of the session.
Participant Activity
Participants are given time to practice the specific process they have seen demonstrated. They may be working independently, with a partner, or in small groups.
Facilitator Conferring
As participants work, the facilitator moves around the room holding short conferences to help guide the work and make it more productive. The facilitator should be at eye level with participants during each conference. These conversations need not be especially private; the facilitator may invite someone sitting nearby to listen in. If common needs among the group emerge, they can either be addressed immediately or during the sharing time.
Share
Participants gather at the end of the session to demonstrate what they have done, discuss experiences they have had, and reflect on what they have learned. This is an opportunity to return to the focusing questions that began the session, and discuss what has been accomplished in the interval.
Acknowledgements
This section acknowledges those who contributed to the creation of this session.
SESSION TITLE
SETTING THE STAGE (To be reviewed before the session begins.)
WORK in PROGRESS
Session Overview
In this session, participants will learn the basic functions of Power Point in order to create a slide show presentation.
Focusing Questions
What are the elements of a Power Point presentation?
How can I create a slide show presentation?
Materials
The following materials are used in this session:
-Laptops
-Projector
-Other
Resources
The following resources are used in this session.
Atomic Learning
Power Point Presentations (links to be inserted at a later time)
INSTRUCTION (Typically lasts about 20% of session.)
Framing the Session
Give participants an introduction and purpose/reason why you are teaching this session:
"In speaking with some of you I've heard that you have a desire to learn how to use Power Point to create your own presentations and to assist your teachers and fellow students when they are preparing presentations. Today we are going to begin learning how to create presentations using Power Point."
Teaching
Demonstrate for participants how to:
“Watch me as I show you how…”
1. Present a completed Power Point presentation, so they can see a presentation with many possibilities such as various colors pictures, animation, sound etc..
2. Review Power Point Vocabulary:
A slide is a specific screen used in presentations. A presentation file is the entire saved presentation. An object is any element that appears in a presentation. A slideshow is a group of slides that are played in a specific sequence. Transitions are the way the presentation moves from one slide to another.
3. Introduce Atomic Learning and the tutorials on Power Point. Play the Menu Commands turotial for the students. Remind students that they can return to Atomic Learning anytime they have a question about how to perform a specific task.
4. Present student created Power Point presentation that explains how to create a slide show presentation.
Guided Practice
Guide participants through the process of:
“Now it is your turn to try it.
WORK TIME (Typically lasts about 60–70% of session.)
Getting Started
Tell participants what they will be doing during their work time, and how much time they have:
“Take the next 30 minutes to..., and then we will come back together and share.”
Participant Activity
Participants will...
Step 1
Step 2
Step 3
Step 4
Step 5
Facilitator Conferring
Circulate around the room and confer with participants. Make sure that, Check for, Try to guide, Suggest that, If participants finish early, etc.
Take note of particularly good examples of work that can be presented during the Share.
SHARE (Typically lasts about 10–20% of session.)
Share
Ask selected participants to share particularly good examples of their work.
Lead a discussion about how this work addresses the focusing questions.
ACKNOWLEDGEMENTS
Author: Gail Simms
Email: GSimms@schools.nyc.gov
School/Employer: IS162k
Title: ELA Lead Teacher/iSquad Faculty Advisor
TEMPLATE DESCRIPTION
Each session contains the following components and can be conducted in 45–60 minutes:
Session Overview
This is a concise summary of the session, and how it fits into the training series as a whole.
Focusing Questions
These are the specific questions that guide the session. The purpose of the session is to address these questions.
Materials
This is a list of all materials that the facilitator must make sure are present at the training site, including technology resources.
Resources
All handouts can be found linked from the Resources section of the participant agenda. Participants will be able to access these materials online during the session, but the facilitator should review them ahead of time, and any instructional support charts should be posted in the room before the session begins.
Framing the Session
The facilitator explains to the participants what will be covered in this session, how it fits into the training series as a whole, and how it may be incorporated into their reflective practice.
Teaching
This is a short period of facilitator-led instruction designed to prepare the participants for their work time. The facilitator might demonstrate a specific use of technology in an authentic curricular context, selected participants might be invited to share relevant experiences, or the group as a whole might contribute to a shared brainstorming list. The facilitator should be careful to avoid giving a lengthy lecture or straying too far from the focusing questions.
Guided Practice
Sometimes it is helpful for the facilitator to walk the participants through a process step by step. This gives the participants the hands-on experience of work time before losing the scaffolding of facilitator-led instruction.
Getting Started
The facilitator gives instructions to the participants for their work time, and lets them know what they will be expected to share at the end of the session.
Participant Activity
Participants are given time to practice the specific process they have seen demonstrated. They may be working independently, with a partner, or in small groups.
Facilitator Conferring
As participants work, the facilitator moves around the room holding short conferences to help guide the work and make it more productive. The facilitator should be at eye level with participants during each conference. These conversations need not be especially private; the facilitator may invite someone sitting nearby to listen in. If common needs among the group emerge, they can either be addressed immediately or during the sharing time.
Share
Participants gather at the end of the session to demonstrate what they have done, discuss experiences they have had, and reflect on what they have learned. This is an opportunity to return to the focusing questions that began the session, and discuss what has been accomplished in the interval.
Acknowledgements
This section acknowledges those who contributed to the creation of this session.